During distance learning last spring, one pill that was hard to swallow was the diminished role of lab investigations. As engaging as I tried to make the content, I could not help but notice the giant void in providing opportunities to participate in the process of science. Simply put, I was not providing adequate opportunities for students to engage with the very practices that are at the core of science (Figure 1). This year needs to be different. With the start of the new school year quickly approaching, science teachers will at some point need to decide the role of laboratory investigation within their new learning environment. To help this decision-making process, I wanted to focus on two available options that I believe have the greatest potential for offering a legitimate approach toward authentic investigations in a digital environment.
Figure 1: The eight science and engineering practices outlined by NGSS
Pivot Interactives
Embedded Youtube video—Intro to Pivot Interactives
I wrote a post on Pivot Interactives in the past that describes my own experience with its use and implementation in much more detail than I plan to cover here. So, if you are looking for more information, I recommend checking that out. However, I still want to convey some important information about this resource that may spark your interest.
As described on their website, Pivot Interactives is an online platform that utilizes interactives videos for lab instruction. You might feel the urge to ask, “how can a video be interactive?” What they mean by this phrase is that, unlike animated simulations, students analyze real events, making their own measurements and observations. High-quality videos of a variety of phenomena are provided that allow students to make measurements either through observation (ex. reading a scale) or by directly manipulating a measuring tool on the screen (ex. dragging a ruler to measure the volume of gas collected). It is even setup in such a way that students can observe multiple trials or change certain variables within an experiment based on the supply of videos available. To make it even better, all videos are embedded within a library of ready-to-go activities that provide guided instruction, integrated data tables and graphing, which makes it possible for students to conduct authentic science investigations online.
As someone who has used Pivot Interactives throughout the past two years, one of the features that is attractive for teachers is the ability to customize any activity to fit your needs. Changing the instructions, removing parts of an investigation, or even completely creating your own activity using their videos is easy to do. Additionally, teachers can upload their own videos and build custom activities that may be better suited for their own classroom. However, I have rarely felt the need to create my own activity considering the large variety of activities that are already available. There are currently 67 chemistry activities available. For a full list of activities, click here.
Argument-Driven Inquiry Online
Embedded Youtube video—Intro to ADI Online
Though I have only recently become aware of this resource, I think it shows some serious potential. If you are unfamiliar with Argument-Driven Inquiry (ADI), several ChemEd X contributors have shared their experiences in previous posts, including Chad Husting, Lowell Thomson, and myself. To understand the value of ADI’s new online course, it is important to know about their instructional model, which consists of eight stages for each investigation (Figure 2). Though this approach is more time intensive, it certainly provides students with abundant opportunities to engage with the science and engineering practices that are critical to effective science education.
Figure 2: Eight stages of the ADI Instruction Model (image from ADI’s secondary flyer)
I was recently given a demo of their online course, which allowed me to gain some insight on how the platform functions and what it looks like from a teacher/student perspective. My first impression was that the ADI team did a really nice job taking the fairly complex process from their eight-stage model and converting it into a user-friendly digital platform. Each stage from an investigation is broken down into smaller chunks that are appropriately guided and easily digestible for students to complete. As a teacher, I really appreciated the amount of consideration they put into providing video tutorials throughout their activities to model what students need to do in case they get stuck. Since the ADI process involves student collaboration and sharing of arguments, it is naturally easier to do in person, so I was concerned about how they were going to overcome this logistical barrier. However, I was impressed with their platform’s ability for students to easily collaborate, share feedback, make revisions, and upload videos.
Though ADI utilizes PHET simulations instead of videos from real events, I do not consider it to be some kind of huge drawback. There are plenty of quality simulations offered from PHET and even though I consider interactive videos to be superior, I would imagine the simulations ADI uses would be effective enough to attain the understanding teachers are looking for. For a much more detailed overview of ADI Online, see their flyer here.
Things to Consider When Comparing the Two Resources
While I will not cover every single similarity and difference between the two resources, I have compiled some of the key similarities and differences (Figure 3) that I think are most useful to consider when thinking about purchasing one of these products.
Key Similarities
- Ready-to-go activities for teachers to use and can be customized in any way you like.
- Ability to grade and provide teacher feedback
- Compatible with any device (PHET simulations from ADI Online are in HTML5, which is compatible with apple devices).
- Guided instructions throughout activity
- Students are invited to your class by sharing an activation code
- Activities provide students with experiences for authentic investigation
Key Differences
Figure 3: Key differences between Pivot Interactives and ADI Online
Like most things, deciding on which product to purchase for you or your department will depend on your own specific needs and the practices you value to help move your teaching in the direction you wish. If the direction you are moving in places a heavy emphasis on a framework like NGSS, I would likely suggest going with ADI Online simply because its entire setup is based on an instructional model that already is very closely aligned with NGSS. On the other hand, if you are simply looking for a way to incorporate more authentic investigations online that place a greater focus on data analysis and evidence-based conclusions, then it is pretty hard to beat the high quality videos offered from Pivot Interactives. Though both have plenty of similarities, I believe they are different animals that ultimately serve different purposes, and each can be incredibly valuable depending on what exactly you are trying to accomplish.
NGSS
Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.
Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
Asking questions and defining problems in grades 9–12 builds from grades K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.
Asking questions and defining problems in grades 9–12 builds from grades K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.
questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design.
Scientific questions arise in a variety of ways. They can be driven by curiosity about the world (e.g., Why is the sky blue?). They can be inspired by a model’s or theory’s predictions or by attempts to extend or refine a model or theory (e.g., How does the particle model of matter explain the incompressibility of liquids?). Or they can result from the need to provide better solutions to a problem. For example, the question of why it is impossible to siphon water above a height of 32 feet led Evangelista Torricelli (17th-century inventor of the barometer) to his discoveries about the atmosphere and the identification of a vacuum.
Questions are also important in engineering. Engineers must be able to ask probing questions in order to define an engineering problem. For example, they may ask: What is the need or desire that underlies the problem? What are the criteria (specifications) for a successful solution? What are the constraints? Other questions arise when generating possible solutions: Will this solution meet the design criteria? Can two or more ideas be combined to produce a better solution?
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.
Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Use a model to predict the relationships between systems or between components of a system.
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed worlds. Arguments may also come from current scientific or historical episodes in science.
Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed worlds. Arguments may also come from current scientific or historical episodes in science.
Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments.
Planning and carrying out investigations in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.
Planning and carrying out investigations in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.
Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. Use mathematical representations of phenomena to support claims.
Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. Use mathematical representations of phenomena to support claims.